few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Generate and analyze patterns.

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Solve systems of equations.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Work with equal groups of objects to gain foundations for multiplication.

Add and subtract within 20.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write expressions in equivalent forms to solve problems.

Gain familiarity with factors and multiples.

Understand the connections between proportional relationships, lines, and linear equations.

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Interpret the structure of expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and solve equations and inequalities graphically.
problem_activity: Problem 1
Solve the following problems. Think about the main differences between each one.
a.   A teacher has 21 batteries. Each calculator uses 4 batteries. How many calculators can the teacher fill with batteries?
b.   Four children can ride in a car. How many cars are needed to take 21 children to the museum?
c.   Ms. Cole wants to share 21 pieces of candy with 4 students. If Ms. Cole gets to eat the pieces of candy that can’t be split evenly, how many pieces of candy will Ms. Cole get?
Problem 2
a.   Mr. Janssen buys a plant at a gardening center. A flower blooms on the plant every seventh day. How many flowers are on his plant after 25 days?
b.   Sean is switching bedrooms with his brother and needs to pack 28 toys into small boxes. He packs 5 toys in each box. How many boxes does he need?
c.   It takes 8 cups of flour to make a cake. I have 35 cups of flour. If I make as many cakes as possible, how many cups of flour will I have left over? How many more cups of flour would I need to be able to make another cake?


correct_option_index: 2